National Curriculum and multi-cueing

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volunteer
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National Curriculum and multi-cueing

Post by volunteer » Wed Nov 16, 2011 1:19 pm

I read in a recent post (sorry can't remember which thread) that the current NC encourages multi-cueing. Please can you provide me with a link or quote to the relevant part. Thanks.

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Susan Godsland
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Re: National Curriculum and multi-cueing

Post by Susan Godsland » Wed Nov 16, 2011 1:28 pm

Welcome to the message board 'volunteer'.

This looks like the information you're after -from the NC 1999 -and still, unfortunately, statutory:

http://curriculum.qcda.gov.uk/uploads/E ... -16038.pdf

volunteer
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Re: National Curriculum and multi-cueing

Post by volunteer » Wed Nov 16, 2011 2:00 pm

Thank you. Is it some of the clauses on page 18 that are of concern?

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Susan Godsland
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Re: National Curriculum and multi-cueing

Post by Susan Godsland » Wed Nov 16, 2011 2:17 pm

Yes, I think so.

Reading
Knowledge, skills and understanding
Reading strategies
1 To read with fluency, accuracy, understanding and enjoyment, pupils should be
taught to use a range of strategies to make sense of what they read. They should
be taught to:
Phonemic awareness and phonic knowledge
a hear, identify, segment and blend phonemes in words
b sound and name the letters of the alphabet
c link sound and letter patterns, exploring rhyme, alliteration and other
sound patterns
d identify syllables in words
e recognise that the same sounds may have different spellings and that
the same spellings may relate to different sounds
Word recognition and graphic knowledge
f read on sight high-frequency words and other familiar words
g recognise words with common spelling patterns
h recognise specific parts of words, including prefixes, suffixes, inflectional
endings, plurals
Grammatical awareness
i understand how word order affects meaning
j decipher new words, and confirm or check meaning
k work out the sense of a sentence by rereading or reading ahead
Contextual understanding
l focus on meaning derived from the text as a whole
m use their knowledge of book conventions, structure, sequence and
presentational devices
n draw on their background knowledge and understanding of the content.

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